The Effectiveness of Mind Theory Training on Social Skills and Emotional Regulation of Male Students with Learning Disabilities

Document Type : Research Article

Authors

1 1. PhD Student of Psychology, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili , Ardabil, Iran

2 2. Assistant Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili , Ardabil, Iran

Abstract

Objective: The aim of present study was to investigate the effectiveness of mind theory training on social skills and emotion regulation of male students with learning disabilities.
Methods: The method of the present study was an experimental design with pretest-posttest design along with control group. The statistical population of the study included all male students with learning disabilities in primary school in Ardabil city in the academic year 1399-1400 (N=250). Among them, 30 people were selected by purposeful sampling method and randomly assigned to experimental (N= 15) and control (N= 15) groups. The experimental group received 8 sessions of Mind Theory Training (Hale & Tager-Flusberg, 2003). Granefski cognitive emotion regulation questionnaire (2002) and Matson social skills questionnaire (1983) were used to collect data. Data were analyzed by multivariate analysis of covariance.
Results: The results of analysis of covariance showed a significant difference between two groups in social skills and emotional regulation (P< 0/05). The students who were trained in mind theory in the experimental group had higher levels of social skills and emotion regulation, compared to the students in the control group.
Conclusion:  According to the results, it can be said that Mind Theory Training has been effective in increasing the use of positive emotional strategies and improving social skills. These results have important suggestions for using these skills training as an intervention method in schools and educational centers.

Keywords

References

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Biquarterly Journal of Cognitive Strategies in Learning
Volume 10, Issue 19
December 2022
Pages 213-235

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